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1 The impact of managers characteristics on the use of public relations strategy: An exploratory study in Queensland schools. by Elizabeth Letitia Macpherson GradCertBus (IMC), BBus (Communication), DipT (Prim) QUT School of Advertising, Marketing and Public Relations Faculty of Business Queensland University of Technology Brisbane, Queensland, Australia Submitted for qualification towards a Master of Business (Research) June 2010 i

3 Abstract While previous positive and normative studies have focused on the role public relations should play in organisations and the need for management in all organisations to attend to public relations (Cutlip et al., 2006), there has been little discussion in the public relations literature on why or how managers choose to enact public relations strategies for their organisations. If the discipline of public relations is to cement itself as a management function, then researchers must gain a better understanding of managers themselves given that they are the ones who decide if and how public relations strategies should be employed in the organisation. This study has sought to explore evidence of a relationship between management characteristics and their impact on decisions managers make when choosing which public relations strategies to adopt in response to changes in the organisation s operating environment. This exploratory research study has been conducted within a specific context of schools in Queensland, Australia. Queensland schools have been facing a number of changes within their operating environment due to changes in Federal funding models in Australia s education system. This study used an exploratory, qualitative approach to understand the management characteristics demonstrated by managers in schools and how these have impacted on the selection of public relations strategies for responding to their changing and increasingly competitive environment. The unit of analysis for this research study was principals in State (government) schools and in non-government schools. Ten principals were interviewed from four different types of schools in Queensland the more traditional, elite, private schools (GPS Schools); other Independent Schools; Catholic Schools; and State (or public) schools. These interviews were analysed for quantitative comparisons of the managers characteristics across the different schools (in terms of the number of principals in each age bracket, those holding postgraduate qualifications, years of experience etc.); and for qualitative data to provide a greater sense of their understanding of public relations. iii

4 The 10 schools were selected within a geographic area from Brisbane s inner city to its outer western suburbs to include an element of competition amongst those managers being interviewed. A detailed review of government, school and other public documents was also conducted to gain an insight into the environment in which principals made decisions about public relations strategy to respond to increasing competition. This study found support for the literature on the relationship between management characteristics and strategy. However, there was also variation in findings warranting further investigation of the literature on the relationship between management characteristics and strategy in a school setting. Key relationships found in this study were between: management characteristics themselves; age and the use of public relations strategies; and gender and the use of public relations strategies. There was also evidence of support for the literature linking the impact that the combination of managers age, education and experience had on the use of public relations strategies. While this study was exploratory in nature, it did reveal a number of areas that require further investigation to gain a deeper understanding of how and why managers choose public relations strategies as a response to changes in their operating environment. It also provided a different framework to gain a better understanding of managers understanding and support of public relations in schools, which, in conjunction with an analysis of their management characteristics, will hopefully allow public relations scholars and practitioners alike gain an understanding of how and why managers use public relations strategies. iv

6 2.3.1 Age Education Tenure Experience Summary of Insights on Managers Characteristics Management Understanding and Support of Public Relations Management Understanding of Public Relations Support by the Dominant Coalition Public Relations Approaches Most Valued by Managers Location of Public Relations in Organisational Structure Roles of Public Relations Public Relations Role in Decision Making Summary Public Relations in Schools Development of Research Questions Conclusion CHAPTER THREE Methodology Introduction Research Purpose Research Approach Research Design Selection of Study Site Sources of Evidence Data Collection Tools Semi-unstructured Interviews vi

8 5.1 Introduction Management Characteristics of Principals Age Education Tenure Experience Conclusion Managers Understanding of Public Relations How do Managers (Principals) of Schools Define Public Relations? How do Managers (Principals) View the Role of Public Relations in Schools? How Strategic is the Public Relations Function Within Schools? Summary What Public Relations Strategies are Used in Schools? Publications Building Relationships Events Conclusion CHAPTER SIX Conclusions and Discussion Overview Discussion of Findings Discussion of Findings Related to Research Question i What Management Characteristics do Managers Demonstrate in Schools? Age Education Tenure Experience viii

9 6.2.5 Functional Experience Other Career Experiences Discussion of Findings Related to RQ ii: Management Understanding of Public Relations Public Relations Strategies Most Valued by Managers Discussion of Overall Research Question What is the Relationship Between Management Characteristics and Strategy Contribution to Theory and Practice Theoretical Contribution Practical Contribution Opportunities for Further Research Management Characteristics Resources Managers Support and Understanding of Public Relations Psychographic Management Characteristics Board Effects Limitations of this Study Conclusion APPENDIX Interview Proforma REFERENCES ix

10 List of Tables Table 1. Attributes of Managers Characteristics Related to age Table 2. Attributes of Managers Characteristics Related to Education Table 3. Attributes of Managers Characteristics Related to Tenure Table 4. Attributes of Managers Characteristics Related to Experience Table 5. Summary of Research on Roles Theory Table 6. Three Strands of Qualitative Inquiry Table 7. Overview of Schools Used in the Study Table 8. Profile (Demographic Management Characteristics) of Principals Table 9. Aid to Nongovernment Schools Table 10. Table of Demographic Characteristics of Principals Relating to Age Table 11. Demographic Characteristics of Principals Relating to Education Table 12. Table of Demographic Management Characteristics of Principals Relating to Tenure Table 13. Demographic Management Characteristics of Principals Related to Experience Table 14. Table of Demographic Management Characteristics Table 15. Principals Definition of Public Relations Table 16. Table of Management Characteristics and Definition of Public Relations 96 Table 17. Table of Management Characteristics in Conjunction With Understanding (Definition and Identified Role) of Public Relations Table 18. Summary of Principals Definitions of What Public Relations can do for an Organisation Table 19. Principals who Include the Public Relations Manager/Practitioner on a Senior Management Team Within the School Table 20. Table Identifying Which Schools Have a Public Relations Plan and who is Responsible for Developing That Plan Table 21. Table of Titles Held by Public Relations Managers/Practitioners in Schools Table 22. Table of Nature of Public Relations Role in Schools Table 23. Principals Understanding and Use of Strategic Public Relations Table 24. Table of Public Relations Activities Adopted by Principals x

11 Table 25. Table of Types of Activities Identified by Principals in Relation to Publications Table 26. Table of Types of Strategies Identified by Principals in Relation to Building Relationships Table 27. Table of Types of Strategies Identified by Principals in Relation to Events Table 28. Comparison of Managers Characteristics, Their Definition of Public Relations and the Role They See Public Relations Playing in Schools Table 29. What is the Nature of the Relationship Between Management Characteristics and Public Relations Strategies? Table 30. Table of Demographic Management Characteristics Table 31. Breakdown of Principals Gender and Age of Principals against Public Relations Strategies in Schools Table 32. Application of Pollack s Criteria for Assessing Managers Understanding and Support of Public Relations Table 33. Relationship between Management Characteristics and Managers Use of Public Relations xi

15 Statement of Original Authorship The work contained in this thesis has not been previously submitted for an award at this or any other higher education institution. To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made. Signed:. Date:../ / xv

16 Acknowledgements When a Masters thesis spans 12 years, there are numerous people who provide support directly and indirectly. My thanks to Jim and Charles who began this journey as my initial supervisors and to those who provided the turning point to completion Judy and Simon. Once I turned this corner, there was one who was there every jellyfish sting along the way Dr Jennifer Bartlett. No words will ever be able to express my thanks to Jennifer for her practical and professional support and understanding that made completion possible in such a busy stage of my life. To my QUT corridor buddies (in order of appearance) Robina, Jenny, Amisha, Simon, Kim, Ingrid and Anne I thank you for the many years of learning and laughter that we enjoyed on 10 th Floor. My thanks also to the Headmasters/Principals who I have met and interviewed throughout this time. While they cannot be named, they all spend endless hours performing an often thankless task in a highly challenging landscape. While not a Principal interviewed in this study, thank you to Dr Ness Goodwin for her grace and support throughout my final years of completing this thesis. It is a privilege to work with a Principal who has incorporated a role such as mine on the School Executive and thus as a management function within a school. I lost my father three years into this thesis and have watched my mother fight cancer, not once, but twice. When I lost dad, this thesis became all about finishing (for him) and I did this against all odds through the inspiration I drew from my mum who fought back with the strength (and love) I have seen drive her throughout my life. My greatest thanks go to my darling husband, Ian who has been by my side with copious amounts of love and laughter all the way. No matter how hard the journey became at times, our ability to work together and laugh when we thought that things could not get any harder, has been the most important ingredient in getting me to this point. Only you know how much I love you darling and the magic of what we share, and for this I am truly blessed. Without doubt, my greatest inspiration throughout this journey has come from our four children Oliver, Sarah, Mitchell and Tom. I started this journey with only two of you who are now close to completing high school. To Oliver and Sarah, I thank you both for your patience and the joy you have provided along the way as I have watched you grow and realise all the different things that even you did not know you were capable of. I learn so much from you both as you continue to grow and I hope you both realise how much you have inspired me as you have each broken new ground in your own unique ways. To Mitchell and Tom (who were born along the way), I thank you both for the joy and balance you have provided. You both begin each day as if there is nothing you cannot do you have the world at your feet and you each have your own idea of how you want to put your stamp on the world. That is infectious and has been one of my main sources of inspiration. Apart from the love from my family and friends, the constant throughout this journey and throughout my life, has been my faith. To God be the glory! xvi

17 This work is dedicated with love to my father, Neville Clarence Simons, who together with my mother, Barbara Rose Simons, taught me: I can do all things through Him who strengthens me. Phillipians 4:13. xvii

18 CHAPTER ONE Introduction to the Research Changes in Federal Government funding in the early 1970s in Australia sparked a series of changes in the environment public and private schools would operate in due to the rise of a new breed of (independent) schools across Australia as a result of this funding. In one Australian state, Queensland, such changes saw newer independent schools cropping up in the outer suburbs of city centres, providing new competition to their older, traditional private counterparts, and also for state schools in Queensland. Some schools in Queensland have adapted to increased competition in this market and the changing social environment, while others have failed to adapt with some of the more established, traditional, and expensive private schools also losing market share. While some of these traditional private schools held their ground through reputation, others, particularly those in the outer suburbs of Brisbane, have lost enrolments to their newer counterparts, despite a similarity in fees and educational offerings (Independent Schools Council of Australia [ISCA], 2007b). This raises questions about how principals as managers in schools, have sought to respond to a rapidly changing environment and the resulting competition brought about by more affordable private education. One practice area that contributes to understanding how organisations adapt to changes in their operating environment is public relations (Grunig, 1992). Public relations literature suggests that public relations is a management function that identifies, establishes and maintains mutually beneficial relationships between an organisation and those publics on which its success or failure depends (Cutlip, Center, & Broom, 2006). This suggests that using public relations strategies can be an important way for organisations to build and manage relationships that can help them deal with change. However, there is little literature that illuminates why managers of organisations choose to use public relations. This thesis considers the role managers (principals) play in the selection of public relations strategies in Queensland schools and how managers characteristics impact on the use of public relations strategy. 1

19 This contributes understanding to claims made in the public relations literature that public relations can assist organisations to achieve their organisational goals in a constantly changing environment. Hambrick and Mason (1984) suggest that managers characteristics are determinants of the choice of strategies used in the organisation. One of those sets of strategies would include public relations. Therefore, to address the gap in the public relations literature about why public relations is used, this thesis will specifically look at the characteristics of managers (in this case principals) and the public relations strategies they adopt. An insight into their level of understanding and of the decisions/choices they have made, will be gained from analysing their characteristics and what impact these may have on the choice of public relations strategies they have adopted. 1.1 Purpose of Study In the context of exploring the role managers (principals) play in the selection of public relations strategies in Queensland schools, this study is based on four objectives: 1. Explore the management characteristics of managers (principals) in a range of government, independent and Catholic schools. 2. Examine managers (principals ) understanding of public relations and the role it plays in organisations. 3. Explore the ways managers (principals) have used public relations as a strategy to respond to the increased competition brought about by their changing environment. 4. Gain an insight into the relationships between managers characteristics and the role of public relations strategy within an organisation. 1.2 Research Problem Formally, the research problem to be investigated is: How are management characteristics of principals related to the understanding and use of public relations strategies adopted in schools? 2

20 A number of guiding research questions have also been developed in order to address this overriding question. RQ i): What management characteristics do principals demonstrate in schools? RQ ii): What understanding do principals have of public relations? RQ iii): What public relations strategies do principals use? 1.3 Background In the early 1970s, the Whitlam government s recurrent funding models triggered a major shift in Australian education with bipartisan political support and a new social acceptance of Commonwealth funding of nongovernment (private) schools. The new funding arrangements were designed to provide greater choice for all Australians by facilitating the introduction of low fee paying schools to ensure the average person could afford the choice of sending their children to a private school. By the early- 1980s, this model spawned the growth of a new breed of non-government or independent schools in Australia. This growth started taking full effect by the mid- 1980s when new independent schools began opening especially in the growth areas in the outer suburbs of large cities. In Queensland, these new independent schools also took on new forms combining primary and secondary education as compared with the traditional single-sex, private schools which predominantly had offered only secondary education. Many of these new independent schools became known as P-12 schools with an additional preparatory (Prep) year (which had rarely been seen before in Queensland). The other major difference of the newer offerings was that they were co-educational schools as compared to the traditional private schools which were primarily single-sex only. Such changes provided greater competition to the more traditional private schools with many losing market share and the long waiting lists they had built up over many years as parents looked for cheaper alternatives. The new configuration of 3

21 independent schools also saw children moving to independent schools much earlier than the traditional shift to secondary (high) school in Year 8 (ISCA, 2007b). This shift in parent choices led to more traditional private schools also following their lead by adding primary year levels and a Prep year onto their offerings to parents with some also offering coeducation in their primary years. Since the emergence of this new breed of independent schools in the mid- 1980s, the independent sector has almost tripled its market share from 5% in 1980 to 13% in 2006 (see Figure 1). Parents had a greater choice and were exercising that choice. With increased choice, came increased parental expectations (Independent Schools Queensland, 2006) and increased competition not only within the independent sector itself but also within the State and Catholic sectors. As Figure 1 illustrates, while the Catholic sector has held its ground since the early-1970s, state (government) schools have been forced to compete for market share as they have continued to lose enrolments to the independent sector from as early as the preparatory year and other key entry points throughout the primary years, as well as the traditional changeover point of Year 8. Source: ISCA, 2007b. Figure 1. Enrolment change by sector

22 This has meant that schools both state and private are facing the challenge of operating in a highly competitive market with ongoing rapid change in their broader political, social, legal and technological environments. While the onset of recurrent funding in education saw newer, more affordable entrants to the nongovernment market thrive, the increase in the resulting competition has also led to the demise of some schools, particularly government schools. This setting provides an opportune, changing environment in which to investigate an underlying principle of public relations that it helps organisations adapt and adjust to changing conditions. Specifically, this study will explore principals use of public relations strategies within such an environment. 1.4 Research Contribution This exploratory research study is designed to extend the literature in public relations by exploring managers characteristics and how these impact on how managers choose public relations strategies. To date, while there is a call that public relations is a management function, there is little literature about how and why organisational managers use public relations. This study seeks to address this gap. This is done within a specific context of schools in Queensland, Australia. In this context, it will also be important to understand principals understanding of what public relations is. This thesis will focus on how public relations as a management function identifies, establishes and maintains relationships with key stakeholders or publics. The core focus of public relations strategies which separates it from other functions within the organisation is its focus on relationships. An understanding of how principals define public relations and its role in organisations will be useful in understanding what role principals see it can play in schools. This can shed insights into understanding how public relations practices are used to respond to the variety of changes in the environment within the education sector. It will also be interesting to compare principals definition and understanding of public relations to the definition provided in the public relations literature. 5

23 1.5 Practical Contribution At a practical level, this study has implications for decision makers (principals) within schools in terms of building an understanding of the role public relations can play in strategically communicating with key stakeholders and how they manage relationships between the organisation and these groups in their social and competitive environment. Examining how public relations is viewed by managers in organisations such as schools also provides public relations practitioners with a useful point of reference in their choice (and explanation) of strategic options available to organisations within a changing population for adapting to increased competition or other changes in the environment the organisation operates within. 1.6 Methodology This study uses an exploratory, qualitative approach to understand the management characteristics demonstrated by managers in schools and how these impact on the selection of public relations strategies for responding to their changing environment. Ten principals were interviewed from four different types of schools in Queensland the more traditional, elite, private schools (GPS Schools); other Independent schools, Catholic schools and state (or public) schools. Managers from three different GPS schools were interviewed including headmasters from two GPS boys schools and one principal from a QGSSSA (girls equivalent to GPS) girls school. Two principals from both Catholic and other Independent schools were interviewed due to the similarities of the characteristics of these schools to others within their system. The 10 schools were selected within a geographic area from Brisbane s inner city to its outer western suburbs to include the element of competition amongst those managers being interviewed (see the Appendix for the Interview Proforma with further details on sampling, methodology and data collection outlined in Chapter Three). 1.7 Definitions To ensure a greater understanding of the research problem and questions, definitions of terminology used in this study are presented here. 6

24 Public Relations Strategies In public relations, the definition of the term, strategy, refers to the overall approach adopted to respond to changes in an organisation s operating environment. While this term is normally an overriding term to the activities adopted within an organisation, for the purposes of this study, strategy will cover any approach made to respond to increased competition within the schools under investigation either at a strategic or tactical level. Management Characteristics Management characteristics is a term used in organisational literature with much of the literature focusing on the work of Hambrick and Mason (1984) who identify a number of demographic and psychographic management characteristics. While these are detailed in a review of the literature in Chapter Two, the term management characteristics in this study, will focus on managers demographic characteristics, in particular age, education, experience and tenure. Principals Managers in Queensland schools hold the title of Headmaster or Principal. Headmaster is a more traditional title held mainly in boys schools and predominantly in the more traditional, elite, boys schools. However, for consistency, in this thesis the term principal will be used since most managers in Queensland schools hold this title. Private or Independent Schools Schools at which parents pay fees are often referred to as private schools as a way of distinguishing them from public or state schools, which do not charge fees. Independent and Catholic are more accurate terms, as the schools in the nongovernment sector are far from private: These schools are accessible to a wide range of families, must comply with an array of Australian and Queensland Government legislation and meet governance, financial and auditing standards, as well as other requirements of corporate and common law. They are not private: They are autonomous in that they are largely self-governing, and take responsibility for their own operations, programs and affairs (Hunter, 2008, p. 4). 7

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